{"title":"评估mooc中的“学生”体验","authors":"L. Vigentini, Catherine Zhao","doi":"10.1145/2876034.2893469","DOIUrl":null,"url":null,"abstract":"Whilst most research on MOOCs makes inferences about the experience of learners from their interaction with the platform, few considered the rich feedback provided by learners. This paper presents the application of a conceptual model of student experience borrowed from higher education. Its relevance in the context of MOOCs was tested by using a range of questions and presentation methods in four MOOCs selected for their specific features. With varying response rates, results from over 8900 participants show how universities might view and evaluate the experience in MOOCs compared with that in traditional courses.","PeriodicalId":20739,"journal":{"name":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","volume":"61 1","pages":""},"PeriodicalIF":0.0000,"publicationDate":"2016-04-25","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"7","resultStr":"{\"title\":\"Evaluating the 'Student' Experience in MOOCs\",\"authors\":\"L. Vigentini, Catherine Zhao\",\"doi\":\"10.1145/2876034.2893469\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Whilst most research on MOOCs makes inferences about the experience of learners from their interaction with the platform, few considered the rich feedback provided by learners. This paper presents the application of a conceptual model of student experience borrowed from higher education. Its relevance in the context of MOOCs was tested by using a range of questions and presentation methods in four MOOCs selected for their specific features. With varying response rates, results from over 8900 participants show how universities might view and evaluate the experience in MOOCs compared with that in traditional courses.\",\"PeriodicalId\":20739,\"journal\":{\"name\":\"Proceedings of the Third (2016) ACM Conference on Learning @ Scale\",\"volume\":\"61 1\",\"pages\":\"\"},\"PeriodicalIF\":0.0000,\"publicationDate\":\"2016-04-25\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"7\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Proceedings of the Third (2016) ACM Conference on Learning @ Scale\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1145/2876034.2893469\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"\",\"JCRName\":\"\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Proceedings of the Third (2016) ACM Conference on Learning @ Scale","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1145/2876034.2893469","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"","JCRName":"","Score":null,"Total":0}
Whilst most research on MOOCs makes inferences about the experience of learners from their interaction with the platform, few considered the rich feedback provided by learners. This paper presents the application of a conceptual model of student experience borrowed from higher education. Its relevance in the context of MOOCs was tested by using a range of questions and presentation methods in four MOOCs selected for their specific features. With varying response rates, results from over 8900 participants show how universities might view and evaluate the experience in MOOCs compared with that in traditional courses.
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